COURSE SYLLABUS

CHILD ABUSE AND SPORTS

1	Course Title:	CHILD ABUSE AND SPORTS
2	Course Code:	GK030
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	3
7	ECTS Credits Allocated:	3
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi OKAN GÜLTEKİN
16	Course Lecturers:
17	Contactinformation of the Course Coordinator:	otekin@uludag.edu.tr
18	Website:
19	Objective of the Course:	The increase in the welfare level of a country is directly proportional to the education it gives to its children and its sensitivity to their rights. If children's rights are violated and they are mistreated in a society, it can be said that that country has a backward culture. Civilized societies, which attach great importance to human rights, attach particular importance to the rights of the child as a creature in need of protection. Because the child is a part of the society and it is the duty of every civilized society to regulate his place in the family and society with the rules of law. Children's rights are a part of human rights and the reason why they are also referred to as "children's rights" is not that children have special rights and privileges, but that they may have unique needs due to their developmental characteristics. Children's rights are the rights that arise both from their being human and from their need for care, upbringing and protection. Child rights education is an education that should be given to children from an early age. Children's rights need to be taught to both adults and children. Children's rights education should be started early due to reasons such as the increase in child neglect and abuse cases, the need to adapt to changing life conditions and advancing technology, and the increase in society's expectations from children with the increase in education level.
20	Contribution of the Course to Professional Development	Ensuring that teacher candidates approach their students with the awareness of child abuse and raising awareness on this issue

Learning Outcomes:

1	Students know and define the basic concepts of child abuse and neglect.;
2	Knows the concept of child and childhood;
3	Learns the content of the Universal Children's Rights Convention.;
4	Knows the laws that protect children's rights in our country.;
5	knows the way to follow when faced with abuse and her legal obligations;
6	Explain the methodological approaches related to child abuse and neglect.;
7	Knows child exploitation, pornography and deception of children;
8	Knows the Dimensions of Child Abuse in Sports;
9	Defines and knows child abuse protection programs in sports.;
10	teacher awareness, coaches awareness and Knows and defines the issues of telling children about abuse;

22	Course Content:

Week	Theoretical	Practical
1	History of Child Abuse
2	Parenting Styles and Child Abuse in terms of Psychohistory
3	6 Phases of Childrearing Styles Throughout History
4	Intergenerational Transfer of Childrearing Styles
5	Child and childhood concept
6	Children's Rights in Ancient Legal Systems, Development of Children's Rights in Modern Law
7	Geneva Declaration of the Rights of the Child, United Nations Declaration of the Rights of the Child, Turkish Declaration of the Rights of the Child
8	Child in Turkish Legal System, Child in European Legal System
9	abuse and its Types
10	Classification of Child Abuse and Neglect
11	Child abuse in sports
12	Classification of child abuse in sports
13	Behaviors of coaches and teachers falling into abuse class
14	Exploitation programs of different Countries

23	Textbooks, References and/or Other Materials:	1. Aldrich K (1965) Evlatlık usul ve sakıncaları. Abottempo 3: 14-16 2. DeMause L. Childhood and cultural evolution. J Psychohistory 1999;26(3):642-723. 3. DeMause L. On writing childhood history. J Psychohistory 1988;16:135-71. 4. DeMause L. The evolution of the psche and society. The Emotional Life of Nations. New York: Institute of Psychohistory; 2002. p.381- 432 5. DeMause L. The history of child abuse. J Psychohistory 1996;25(3):216-36. 6. DeMause L. The history of child abuse. J Psychohistory 1998;25:216-36. 7. DeMause L. The history of child assault. J Psychohistory 1990;18:1-29. 8. DeMause L. The psychogenic theory of history. J Psychohistory 1997;25:112-83. 9. Akbaş, E. ve Atasü Topçuoğlu, R. (2009). “Modern Çocukluk Paradigmasının Oluşumu-Eleştirel Bir Değerlendirme”, Toplum ve Sosyal Hizmet, 20(1): 95 103. 10. Akyüz, E. (2013). Çocuk hukuku. Ankara: Pegem Akademi 11. Akyüz, Emine; Çocuğun Haklarının ve Güvenliğinin Korunması, (Ulusal ve Uluslararası Hukukta), Ankara 2000, (Çocuk Hakları). 12. Cook, D. T. (2008), ‘The missing child in consumption theory’, Journal of Consumer Culture, Vol. 8, No. 2, pp. 219–243. 13. Çelik, C. (2005) Çocuk Kavramı ve Medeni Hukuk Açısından Çocuk Haklarının Tarihi Gelişimi.e-Akademi, Hukuk Ekonomi ve Sisaysal Bilimler Aylık İnternet Dergisi. 14. Dinç, H., Biçkin, İ., Aycı, E. (2004). Aile hukuku ve çocuk haklarına ilişkin uluslararası sözleşmeler. Ankara: Adalet Yayınevi. 15. Dirican, R. (2018) Childhood and Child Rights Within The Historical Process. Journal of Child and Development (J-CAD) 2 ( 2), 51-62 16. Elkınd, D. (1999). “Çocuk ve Toplum”, Çev: D. Öngen, Ankara: Ankara Üniversitesi çocuk Kültürü Araştırma ve Uygulama Merkezi Yayınları 17. Erbay, E. (2013). Çocuk hakları. İstanbul: Yeni İnsan Yayınevi. 18. European Union Agency for Fundamental Rights and Council of Europe, (2015) Handbook on European law relating to the rights of the child. ISBN 978-92-871 9855-6 19. Forder, C. (2007), ‘Child protection in accordance with human rights and children’s rights’, in: Meuwese, S. et al. (eds.), 100 years of child protection, Nijmegen, Wolf Legal Publishers. 20. FRA and CoE (2014), Handbook on European data protection law, Luxembourg, Publications Office. 21. GanderM. J. Ve H. W. Gardiner(2010). “Çocuk ve Ergen Gelişimi”, Yayıma Haz.: Bekir Onur, : İmge Kitapevi Ankara. 22. Hughes, K. (2012), ‘The child’s right to privacy and Article 8 European Convention on Human Rights’, in: Freeman, M. (ed.), Current Legal Issues: Law and Childhood Studies, Vol. 14, pp. 456–486. 23. Koçyiğit, S., Tuğluk, M.N. ve Kök, M. (2007). “Çocuğun gelişim sürecinde eğitsel bir etkinlik olarak oyun”, Kazım Karabekir Eğitim Fakültesi Dergisi, 16:324-342. 24. Kuhn, D. ve Siegler, R. (2006). “Handbook of Child Psychology”, Sixth Edition, Canada: John Wily&Sons. 25. Montessorı, M. (1995). “Çocuk Eğitimi”,Çev. G. Yücel, 4. Baskı, İstanbul: Özgür Yayıncılık. 26. Öktem, D. (2012). “Türkiye’deki Çocuk Adalet Sisteminin Yönetimi ve Yaş Ayrımcılığına İlişkin Paradigmanın İncelenmesi”, Türkiye’de Çocuk Adalet Sisteminin Yönetimi, İHOP, Ankara: Uluslararası Çocuk Merkezi Yayınları. 27. Sözer, A.M. (2003). “Çocukluk ve Çocuk Haklarının Tarihsel Gelişimi”, Türkiye Sosyal Araştırmalar Dergisi, 7 (3): 179-185 28. UNICEF, (2004). Çocuk haklarına dair sözleşme el kitabı. Türkiye: UNICEF 29. UNICEF, (2007). Çocuk hakları ve gazetecilik uygulamaları, hak temelli perspektif. Dublin: Teknoloji Enstitüsü. 30. Ünal, Ş. (2001). İnsan haklarının uluslararası ilkeleri Avrupa İnsan Hakları Sözleşmesi. Ankara: TBMM Basımevi. 31. Yapıcı, M. ve Yapıcı, Ş. (2004). “Bir Değer Olarak Çocukluk”, Üniversite ve Toplum Bilim, Eğitim ve Düşünce Dergisi, e-dergi, 4: 4 32. Yörükoğlu, A. (2011), Çocuk Ruh Sağlığı, İstanbul: Özgür Yayınları. 33. Yokuş S.,H. (1998) Uluslararası Sözleşmelerdeki İlkeler Açısından Çocuk Suçluluğu ile Mücadelede Kurumsal Yaklaşım, İstanbul, s. 10-11.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	40
Quiz	0	0
Homeworks, Performances	1	20
Final Exam	1	40
Total	3	100
Contribution of Term (Year) Learning Activities to Success Grade		60
Contribution of Final Exam to Success Grade		40
Total		100
Measurement and Evaluation Techniques Used in the Course	Test and classic exam. In addition, homework assessment
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	14	3	42
Homeworks, Performances	1	1	14
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	5	5
Others	0	0	0
Final Exams	1	5	5
Total WorkLoad			94
Total workload/ 30 hr			3,13
ECTS Credit of the Course			3

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ10
LO1	5	3	0	0	0	0	0	0	0
LO2	0	3	4	0	0	0	0	0	0
LO3	0	0	4	4	0	0	0	0	0
LO4	0	0	0	4	5	0	0	0	0
LO5	0	0	0	0	0	4	4	0	0
LO6	0	0	0	0	0	0	0	4	0
LO7	0	0	0	0	0	0	0	0	4
LO8	0	0	0	0	0	0	0	0	0
LO9	0	0	0	0	0	0	0	0	0
LO10	0	0	0	0	0	0	0	0	0

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High